#1118: Toward Expansive Teacher Imagination: Design Principles from a Review of Speculative Education Literature

Speculative imagining—the act of envisioning a future beyond the constraints of the present—is at the core of a growing body of research in the learning sciences. The aim of this literature review is to analyze the limited subset of this research that engages teachers and teacher educators in speculative imagination in order to identify the qualities of learning environments that support the complex imaginative work of speculation for teachers. Out of the analysis of these qualities, I propose four design principles for designing learning environments for teacher speculation. These principles have utility for guiding future speculative learning experiences for teachers, as speculative activities are growing in their use in teacher education and professional development. The personal, historical, creative, and collective resources that come together across the four proposed principles coalesce to outline a path for designing for teacher speculation that challenges the systemic constraints of the education system.